The topic of this week is statistical reasoning, with the focus on manipulating and visualizing data.
The objectives of Week 5 are:
To collect a library of visualization tools
To design and to critique statistics lessons
To trace the implications of ubiquitous data-collection devices
The main technology tools this week are Diigo, screencasts, blogs, email groups, live webinars, online videos and wikis.
Audio Introduction
The class live meetings happen three times a week, one of them required, the other two recommended for doing weekly tasks together. During these times, we will meet in Wimba virtual room. You are welcome to invite colleagues and friends to this open room, if they are interested in participating. You can also use the room for class collaboration outside of these hours.
Monday 7-8pm community study and Q&A hour Wednesday 8-9pm weekly class discussion Friday 8-9am community study and Q&A hour
There are eight required tasks and one bonus task this week.
Musical Interlude
Task Grids
.
5-1
We all use pie charts, bar graphs and tables. Find five less common data visualization tools you think should be more common. In your blog or in a screencast (linked from your blog), explain how you would use each tool with students. You can include pictures created by others, with attribution.
5-2
Design a student task or a mini-unit on any secondary probability or statistics topic, centered on data visualization. You don't have to write up a detailed lesson plan; write just enough for another teacher to be able to build on your general idea. Make sure you include a description of an appropriate assessment. Keep in mind the overall vision provided by the five most important math ed principles you named in Week 1, and align your task with some of the principles you consider important.
5-3
Online, find a secondary level task or a lesson plan that involves data manipulation and visualization. Write your "math ed connoisseur" critique of the task in your blog, linking the source, or make a screencast.
Ideas to consider: analyze your find from the points of view of multiple representations, problem posing and solving, and Bloom's taxonomy
5-4
Find sources that describe the following types of assessment, sorted into categories by different principles. Critique sources and assessment types in a blog post and/or screencast. Which types would you use and why?
By goal: Formative and summative
By neutrality: Objective and subjective
By the entity doing it: Self-assessment, peer assessment, another person assessment, automatic (computer) assessment
By response: Constructed-response and selected-response
5-5 Revisit task: Find a partner in the class. Your goal is to help one another build on designs of last week's student tasks. You can work together and discuss "what can you do with it" - add resources, pose interesting problems, make introductions more intriguing, ask students deep questions, and so on. Post improvement suggestions as comments to your partner's blog post from last week, and reply to comments in your own blog post, until you feel a substantial progress is made on both. You can also discuss your designs on the phone or in the Wimba room, and post summaries in blog comments.
5-6
Attend the live class meeting on Wednesday. Bonus task: attend community study hours on Monday and/or Friday
Tech problems with BB - this counts as "done" for everybody; most people made it sooner or later.
5-7
Attend one or more of the following live events happening online this week. Follow links for instructions on how to use platforms.
You can add other events to this list. They must be free, open to everybody, and recorded.
Say what alias you used to participate, if it's not your name. Contribute something during the meeting - a question, comments in chat, references.
Briefly reflect on the event in your blog. Constructive criticism is especially helpful for event organizers. The blog post needs to link to the event's page.
MariaD will add events on Sunday - many of them are only announced a few days ahead of time.
This will count as a task, to replace any one you miss during the course for grade counting. Read and review "The Data-Driven Life" article. What are educational implications of these new "data-driven" lifestyles? Write a brief review in your blog or make a screencast.
Week 5: Statistical Reasoning, Focus on Data Visualization
Table of Contents
The objectives of Week 5 are:
The main technology tools this week are Diigo, screencasts, blogs, email groups, live webinars, online videos and wikis.
Audio Introduction
The class live meetings happen three times a week, one of them required, the other two recommended for doing weekly tasks together. During these times, we will meet in Wimba virtual room. You are welcome to invite colleagues and friends to this open room, if they are interested in participating. You can also use the room for class collaboration outside of these hours.
Monday 7-8pm community study and Q&A hour
Wednesday 8-9pm weekly class discussion
Friday 8-9am community study and Q&A hour
There are eight required tasks and one bonus task this week.
Musical Interlude
Task Grids
.We all use pie charts, bar graphs and tables. Find five less common data visualization tools you think should be more common. In your blog or in a screencast (linked from your blog), explain how you would use each tool with students. You can include pictures created by others, with attribution.
Inspirational sources:
Design a student task or a mini-unit on any secondary probability or statistics topic, centered on data visualization. You don't have to write up a detailed lesson plan; write just enough for another teacher to be able to build on your general idea. Make sure you include a description of an appropriate assessment. Keep in mind the overall vision provided by the five most important math ed principles you named in Week 1, and align your task with some of the principles you consider important.
Online, find a secondary level task or a lesson plan that involves data manipulation and visualization. Write your "math ed connoisseur" critique of the task in your blog, linking the source, or make a screencast.
Find sources that describe the following types of assessment, sorted into categories by different principles. Critique sources and assessment types in a blog post and/or screencast. Which types would you use and why?
You can search the web or libraries for sources, or use this annotated list: http://mathforum.org/mathed/assessment.html
http://peterhorn33.wordpress.com/2010/08/08/4-7-don-the-mathman-cohen/
Musical Interlude
Attend the live class meeting on Wednesday.
Tech problems with BB - this counts as "done" for everybody; most people made it sooner or later.
Attend one or more of the following live events happening online this week. Follow links for instructions on how to use platforms.
You can add other events to this list. They must be free, open to everybody, and recorded.
Say what alias you used to participate, if it's not your name. Contribute something during the meeting - a question, comments in chat, references.
Briefly reflect on the event in your blog. Constructive criticism is especially helpful for event organizers. The blog post needs to link to the event's page.
MariaD will add events on Sunday - many of them are only announced a few days ahead of time.
Math ed events:
General ed events:
Sources of events
This will count as a task, to replace any one you miss during the course for grade counting. Read and review "The Data-Driven Life" article. What are educational implications of these new "data-driven" lifestyles? Write a brief review in your blog or make a screencast.
http://teachy79.wordpress.com/2010/08/11/how-do-we-handle-wide-ability-ranges-in-a-single-class/
http://wp.me/PZtr1-2C
http://prmarcadia.wordpress.com/week-5/week-5-task-7/
It takes a village" with Greg Whitby
There are no task dependencies this week.
Voice explanation about tasks: